English Language Development Standards
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Showing 51 - 60 of 132 Standards
Standard Identifier: ELD.PI.5.12b.Ex
Grade:
5
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Selecting language resources
Standard:
Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy).
Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy).
Standard Identifier: ELD.PI.5.6a.Br
Grade:
5
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Reading/viewing closely
Standard:
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
Standard Identifier: ELD.PI.5.6a.Em
Grade:
5
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Reading/viewing closely
Standard:
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.
Standard Identifier: ELD.PI.5.6a.Ex
Grade:
5
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Reading/viewing closely
Standard:
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.
Standard Identifier: ELD.PI.5.6b.Br
Grade:
5
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Bridging
Content Strand:
Reading/viewing closely
Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.
Standard Identifier: ELD.PI.5.6b.Em
Grade:
5
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Emerging
Content Strand:
Reading/viewing closely
Standard:
Use knowledge of frequently-used affixes (e.g., un-, mis-), linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Use knowledge of frequently-used affixes (e.g., un-, mis-), linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
Standard Identifier: ELD.PI.5.6b.Ex
Grade:
5
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
B. Interpretive
Proficiency Level:
Expanding
Content Strand:
Reading/viewing closely
Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.
Standard Identifier: ELD.PI.6.12a.Br
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Bridging
Content Strand:
Selecting language resources
Standard:
Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Standard Identifier: ELD.PI.6.12a.Em
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Emerging
Content Strand:
Selecting language resources
Standard:
Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Standard Identifier: ELD.PI.6.12a.Ex
Grade:
6
Critical Principle:
Part I: Interacting in Meaningful Ways
Cluster:
C. Productive
Proficiency Level:
Expanding
Content Strand:
Selecting language resources
Standard:
Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Showing 51 - 60 of 132 Standards
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